Part (i): General Description of the Texas State Accountability System Under Subsection (c)

Part (i)(I) the minimum number of students that the State determines are necessary to be included in each of the subgroups of students, as defined in subsection (c)(2), for use in the accountability system;
The Texas accountability minimum size criteria are 25 tests for assessments related indicators or 25 students for non-assessment related indicators, such as graduation, for any student group, and 10 tests or students for All student group.

Part (i)(II) the long-term goals and measurements of interim progress for all students and for each of the subgroups of students, as defined in subsection (c)(2);

AllStudents

AfricanAmerican

Hispanic

White

AmericanIndian

Asian

PacificIslander

Two or MoreRaces

EconDisadv

SpecialEduc

EL(Current and Former)

Academic Performance (At Meets Grade Level or Above)

Reading/ELA

Baseline 2016-17 Rates

44%

32%

37%

60%

43%

74%

45%

56%

33%

19%

29%

2017-18 through 2021-22

44%

32%

37%

60%

43%

74%

45%

56%

33%

19%

29%

2022-23 through 2026-27

52%

42%

46%

66%

51%

78%

53%

62%

43%

31%

39%

2027-28 through 2031-32

62%

54%

58%

73%

62%

82%

63%

70%

55%

45%

52%

2032-33

72%

66%

69%

80%

72%

87%

73%

78%

67%

60%

65%

Mathematics

Baseline 2016-17 Rates

46%

31%

40%

59%

45%

82%

50%

54%

36%

23%

40%

2017-18 through 2021-22

46%

31%

40%

59%

45%

82%

50%

54%

36%

23%

40%

2022-23 through 2026-27

54%

41%

49%

65%

53%

85%

57%

61%

45%

34%

49%

2027-28 through 2031-32

63%

54%

59%

73%

63%

88%

66%

69%

57%

48%

59%

2032-33

73%

66%

70%

80%

73%

91%

75%

77%

68%

62%

70%

EL Progress

Baseline 2016-17 Rates

41%

2017-18 through 2021-22

42%

2022-23 through 2026-27

44%

2027-28 through 2031-32

46%

Graduation Rate:4-Year Longitudinal Rate

Baseline 2016-17 Rates

89%

85%

87%

93%

86%

95%

89%

92%

86%

78%

72%

2017-18 through 2021-22

90%

90%

90%

90%

90%

90%

90%

90%

90%

90%

90%

2022-23 through 2026-27

92%

92%

92%

92%

92%

92%

92%

92%

92%

92%

92%

2027-28 through 2031-32

94%

94%

94%

94%

94%

94%

94%

94%

94%

94%

94%

Part (i)(III) the indicators described in subsection (c)(4)(B) used to meaningfully differentiate all public schools in the State;
a. Academic Achievement Indicator: STAAR Performance Status (Percent at or above Meets Grade Level)
b. Other Academic Indicator for Non-High Schools: STAAR Growth Status
c. Graduation Rate: Federal Graduation Status
d. ELP Indicator: English Learner Language Proficiency Status
e. School Quality or Student Success (SQSS) Indicators: College, Career, and Military Readiness for High Schools and K-12; Student Achievement Domain Score: STAAR only for All Other Schools without Annual Graduates

Part (i)(IV) the State's system for meaningfully differentiating all public schools in the State, including:
(aa) the specific weight of the indicators described in subsection (c)(4)(B) in such differentiation;

Campus Type

Indicator

Weight

Elementary and Middle Schools

Academic Achievement

30%

Other Academic Indicator

50%

English Learner Language proficiency

10%

SQSS: Student Achievement Domain Score

10%

High Schools and K-12

Academic Achievement

50%

4-Year Graduation Rate

10%

English Learner Language proficiency

10%

SQSS: College, Career, and Military Readiness

30%

(bb) the methodology by which the State differentiates all such schools;
A weighted average of the accountability indicators will be computed from the number of items meeting targets divided by the number of items evaluated. The weighted average will be scaled to grades A (90-00), B (80-89), C (70-79), D (60-69), and F (0-59) and further used to differentiate all public schools.

(cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students described in section (c)(4)(C)(iii), including the time period used by the State to determine consistent underperformance;
Student group achievement is monitored annually through the Closing the Gaps domain of the State accountability. Any campus that has one or more achievement gap(s) between individual student groups and the interim goals for three consecutive years will be identified as a consistently underperforming school.

(dd) the methodology by which the State identifies a school for comprehensive support and improvement as required under subsection (c)(4)(D)(i);
The Closing the Gaps domain scaled score is used to identify schools for comprehensive support and improvement. TEA rank orders the scaled domain score for all campuses. The lowest five percent of campuses that receive Title I, Part A funds are identified for comprehensive support and improvement. Also, if a campus does not attain a 67 percent four-year graduation rate for the all students group, the campus is also automatically identified for comprehensive support and improvement. Additionally, any Title I campus identified for targeted support and improvement for three consecutive years is identified for comprehensive support and improvement the following school year.
TEA will annually identify campuses for comprehensive support and improvement beginning with the August 2018 accountability release, which is based on school year 2017-18 performance data.

Part (i)(V) the number and names of all public schools in the State identified by the State for comprehensive support and improvement under subsection (c)(4)(D)(i) or implementing targeted support and improvement plans under subsection (d)(2);Comprehensive Support and Improvement Schools and Additional Targeted Support Schools list those campuses that have been identified for comprehensive support and additional targeted support based on performance in the Closing the Gaps domain (Excel file).

Part (i)(VI) the exit criteria established by the State as required under clause (i) of subsection (d)(3)(A), including the length of years established under clause (i)(II) of such subsection.
Campuses that do not rank in the bottom five percent of the Closing the Gaps domain for two consecutive years and have increased a letter grade (for example, from F to D or from D to C) on the Closing the Gaps domain will be considered as having successfully exited comprehensive support and improvement status.
To exit additional targeted support and improvement status, a student group must meet at least 50 percent of the indicators evaluated and meet the targets for the Academic Achievement component in both reading and mathematics.

Part (ii): Student Achievement by Proficiency Level

This section provides information on student achievement on the STAAR (State of Texas Assessments of Academic Readiness) performance for mathematics, ELA/reading, and science by grade level and proficiency level for the 2017-18 school year. These results include all students tested, regardless of whether they were in the accountability subset.